canino
Write the words or phrases that correspond.
colmillo
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A generic drug is a medication that is chemically equivalent to the brandname drug for which it is a substitute. It is also a bioequivalent. Generic drugs must deliver the same amount of active ingredients into the patient 's bloodstream in the same amount of time, have the same therapeutic action of the brand-name drug, and must be approved by the FDA. Generic drugs in general are less
expensive, mostly because manufacturers of generic drugs do not have to repeat the extensive clinical trials that were used in developing the brand-name drug. Though the active ingredients are the same, the fillers and binders used in generic drugs usually differ from those in brand-name drugs, which can affect how quickly they are absorbed or can make them less potent. Some people are allergic to the binders and fillers used in the generic substitute. When a drug is first placed on the market, usually it is patented for 17 years. That means no one can manufacture another drug with the same chemical formulation during those years. Only when the patent has expired can other pharmaceutical companies manufacture generic versions of brand-name drugs. For that reason, some drugs currently on the market do not have generic versions. Certain generic medications may not work as well as the brand-name originals. Doctors generally advise patients to stick with brand names for drugs to control epilepsy, other seizure conditions, heart problems, and psychiatric conditions. The main idea of this passage is a. the FDA is responsible for regulating generic drugs. b. generic drugs can act as substitutes for brand-name drugs. c. generic drugs are cheaper than brand-name drugs. d. doctors do not prescribe generic drugs.
1 When you imagine a college classroom, what do you see? Is there a
professor at the front of a large hall giving a lecture while students sit in rows, listening and taking notes? Or are students sitting at tables in groups of four and five, discussing a problem they are trying to solve while the professor moves from group to group to answer questions? More than likely, the first arrangement came to mind when you thought of this classroom. This situation represents the most common classroom interaction, the one which is most familiar to all of us. 2 Researchers who study classroom interaction would describe the first arrangement with a professor lecturing as a teacher-fronted classroom. In a teacher-fronted classroom, the instructor's talk is most important. In these classrooms, the teacher decides the topics that will be discussed and also decides when a student will talk. Many students are comfortable with this kind of interaction and classroom organization because they have experienced it throughout their school experiences. Primary school teachers often use a teacherfronted classroom to help students with their learning. For example, a first grade teacher may tell a story about a zebra and then ask several questions such as, "What color is a zebra?" The students will then answer, "Black and white." Or the teacher may ask, "What letter does the word zebra start with?" and the students will answer, "Z." In these situations, the teacher already knows the answer to the questions. However, he or she asks these simple questions to help the students build their confidence and to help them learn how to participate in class. 3 The teacher-fronted classroom may work well at the lower levels, but it does not necessarily work well at the college level. Often, students in college would like to ask their own questions or introduce their own topics, especially when working on something difficult. They also may wish to have more detailed discussions which go beyond a question / answer organization. Finally, they may want to have discussions with fellow students in class as well as with their instructors. In contrast, a college professor may choose to use a teacher-fronted format simply because he or she has so much material that must be covered in a single lecture, and there is not enough time for long discussions in class. 4 The second scene, with students sitting in groups, is called a student-centered classroom. In this type of classroom organization, student talk, rather than teacher talk, is most important. Students have the opportunity to ask questions, start new topics and follow up with longer discussions with both classmates and teachers. Very often, in this type of classroom, students are seated in chairs at tables rather than seated in a row. They have the opportunity to move around as they complete their classroom assignments. This type of organization is often very popular with teachers and students, but it does create more responsibility for the instructor who has to participate in many different discussions and who must do much more planning to have a successful class. What which possible problems of teacher-fronted college classrooms are mentioned in the reading? a. College students cannot easily ask questions or introduce their own topics. b. College students are forced to agree with the opinions of their professors. c. College students have difficulty listening to long and boring lectures.
Secuencia de tiempos. Escoge los verbos entre paréntesis correctos para completar este párrafo. Me habría gustado que tú (1. hayas viajado / hubieras viajado) conmigo a Machu Picchu. Es un lugar increíble. Es sorprendente que las edificaciones (buildings) (2. se hayan mantenido / se hubieran mantenido) casi intactas en todo este tiempo. Los incas fueron sin duda muy buenos arquitectos. No creía que (3. fuera / sea) posible construir una ciudad en esa geografía. Por eso, no es extraño que Machu Picchu (4. hubiera sido / sea) un lugar muy visitado por turistas de todo el mundo. Afortunadamente, un amigo me había aconsejado que (5. haya llegado / llegara) muy temprano para evitar a la mayoría de los turistas. Por eso, le insistí a mi guía turístico que (6. tomáramos /
tomemos) el primer tren. ¡Fue una muy buena decisión! Recuerdo que cuando era pequeño yo quería que mis padres me (7. llevaran / lleven) a Machu Picchu, pero no teníamos mucho dinero para hacer ese viaje. Mi padre siempre me decía: «Te pido que (8. hayas sido / seas) paciente. Algún día harás ese viaje». ¡Todavía no puedo creer que lo (9. haya hecho / hiciera)! Espero que tú (10. pudieras / puedas) ir pronto.(5) Fill in the blank(s) with the appropriate word(s).
Strive to use concrete rather than abstract nouns in headings
Indicate whether the statement is true or false.